Respect, Educate, Advocate, Lead (REAL)
In accordance with the Mission of Loyola Marymount University, the faculty, staff, and students of the School of Education understand and declare our purpose to be the encouragement of life-long learning and academic excellence, the education of the whole person, and the promotion of service and justice for all. We commit ourselves to serving public and private education by fostering excellence inspired by the Marymount and Jesuit traditions of Catholic education.
The faculty, staff and students of the School of Education strive to work collaboratively in a student-centered environment to be professionals who act to:
• Value and respect all individuals
We believe in the worth of each individual. We affirm the inherent dignity and value of each person as a child of God. Therefore, we believe that all individuals have the potential to be successful learners with unique characteristics and experiences that bring positive value and meaning to the learning experience.
• Promote social justice
We recognize the existence of social inequity, marginalization, and the different faces of oppression, and we commit ourselves to work actively for the establishment of a just and equitable society.
While it is important to understand critically the structures, practices, and discourses that cause and perpetuate injustice, we also aim to nurture transformative structures, practices, and discourses that actively promote greater equity. This commitment challenges us to think with a global perspective, to embrace the notion of a preferential option for the poor, and to act with a conviction of equity.
• Promote cultural responsiveness
We recognize diversity as a strength and we commit ourselves personally and professionally to serve culturally and linguistically diverse populations. These populations include those who represent cultural diversity broadly defined, including race, ethnicity, socioeconomic status, gender, religion, sexual orientation, ability, and age. Among other valuable theories and approaches, we utilize sociocultural and constructivist perspectives in teaching and learning. We value these and other perspectives that promote active participation in learning, meaningful and authentic instruction and assessment, and emphasize students' cultural and linguistic background experiences.
• Integrate theory and practice
We strive to unite theory and practice in a reciprocal relationship that mutually inform each other. We are a community of reflective practitioners, guided by critical inquiry and social responsibility. We actively engage in educational research, including faculty/student collaboration. We affirm the use of technology in education as authentic, meaningful, and accessible to all learners.
• Develop moral, intellectual, responsible, and caring leaders
We are committed to the preparation of educators who will be leaders in the field, and who reflect high standards of ethics and values. We seek to be, and to encourage others to be, women and men who have the intellectual skills to critically evaluate educational issues, have the moral conviction to respond as agents of change, and exhibit an ethic of care in the service of others.
• Collaborate and share leadership across communities
We believe in the value of working collaboratively with the districts, schools, parents, and students of the communities we serve, to successfully educate all learners. We recognize, support and promote the gifts and talents of community members and encourage their participation in decision-making processes.